Principles of commercial poultry breeding; a semi-technical account of recent developments in genetics applied to breeding for the improvement of economic traits in poultry. For the breeder, the hatcheryman, and the commercial poultryman.

Mode of access: Internet.

Technical education.

Each no. has also a distinctive title.

Teaching techniques for part-time community college instructors.

"OLAC19D."

Technical bulletin /

Each no. has also a distinctive title.

Systematizing the work of school principals for elementary and secondary school and junior college executives and their assistants,

Mode of access: Internet.

Water chemistry controls on minor elemental concentrations and strontium isotopic compositions of freshwater biogenic carbonate in northeastern Washington streams

Tracking the movement of migratory freshwater fish is essential to those invested in rebuilding declining fish populations. Using strontium isotopic signatures to match calcified fish tissues to streams where fish spawn is a useful method of tracking migratory fish where physical tracking methods such as radio, acoustic, or external tags, have proven unsuccessful. In this study, we develop tools to practice this method of tracking fish in Lake Roosevelt and its upstream tributaries in Washington State by analyzing the elemental concentrations and 87Sr/86Sr ratios of water samples, and mussel shell samples. This study evaluates whether mussel shells act as an appropriate proxy for water chemistry by comparing the 87Sr/86Sr isotope ratios of water samples to the 87Sr/86Sr isotope ratios of mussel shells sampled from the same, or nearby, locations. We compare concentrations of Ba, Ca, Cd, Cu, Fe, Mg, Pb, Sr, and U in the water and mussel shell samples to determine the feasibility of using mussel shells as a proxy for water chemistry. If it is determined that the concentrations of these elements in mussel shells reflect that of the surrounding water composition, the elemental composition of mussel shells can be compared to that of calcified tissues in fish, such as otoliths, to infer the location of the natal stream. We report analyses of water and mussel shell samples collected from Lake Roosevelt, Sanpoil River, Spokane River, Colville River, Kettle River, Pend Oreille River, Kootenay River, and Columbia River in Washington State. Each of these rivers is a tributary to Lake Roosevelt, and each flows through different geologic units. We hypothesize that the differences in the rock units of each stream’s watershed are reflected in the elemental concentrations and strontium isotopic ratios of water in each stream and in the lake. We also hypothesize that the composition of the mussel shells will match the composition of the water samples, therefore allowing us to use the mussel shells as a proxy for local water chemistry. Additionally, we hypothesize that the composition of the mussel shells will vary by location, and that we will be able to then infer where a fish is from by matching the composition of the fish in question to the mussels we have analyzed. We found that 87Sr/86Sr values for water and mussel hinge samples collected from tributaries east of Lake Roosevelt are significantly higher than the 87Sr/86Sr values for samples collected from tributaries west of Lake Roosevelt with averages of 0.7235 and 0.7089, respectively. The average 87Sr/86Sr ratios for water and mussel hinge samples collected within Lake Roosevelt is 0.7158, which is between the averages for samples collected east and west of the lake. Generally, older rocks are exposed on the east side of the lake, and younger rocks on the west side of the lake, so our 87Sr/86Sr values support the hypothesis that geologic units are a primary control on water chemistry, and that tributary compositions mix to form an average weighed by flow in Lake Roosevelt. The 87Sr/86Sr values for water and mussel shell samples collected from the same locations have a strong, positive linear correlation, suggesting that mussel shell 87Sr/86Sr ratios reflect the 87Sr/86Sr ratios of the ambient water. With these data, we can distinguish between different streams and the lake, but cannot distinguish between samples from within the same stream or within Lake Roosevelt. The Sr:Ca and Fe:Ca ratios of water samples show positive correlations with mussel shell compositions, with R2 values of 0.82 and 0.52, respectively. Ratios of Mg, Ba, Cu, Cd, Pb, and U to Ca showed little or no positive correlation between water and mussel shell samples. The elemental concentration data collected for this study do not demonstrate whether a correlation between elemental ratios in water samples and elemental ratios in mussel shell samples collected from the same location exists. Positive Sr:Ca and Fe:Ca correlations for water versus mussel shell samples indicate that perhaps for some elements, the composition of mussel shells are representative of the composition of ambient water. Using elemental concentration ratios to complement 87Sr/86Sr isotopic data may enhance our ability to identify correlations between water and mussel shell samples, and ultimately between mussel shell and otolith samples. The hinge part of a mussel shell may be used as a proxy for local water composition because the mussel shell composition reflects that of the local ambient water. The hinge of the mussel has the same composition as the whole mussel shell. We measured variation of 87Sr/86Sr ratios in the water among different streams and Lake Roosevelt. The 87Sr/86Sr values for samples collected in tributaries east of Lake Roosevelt, which erode older rocks, are higher for mussel shell and water samples than the average 87Sr/86Sr values for mussel shell and water samples collected in tributaries west of Lake Roosevelt, which flow through younger rocks.

RESEARCHING SITUATED LEARNING AS THE DEVELOPMENT OF PRACTICE FOR COLLEGE ACCESS PRACTITIONERS: A CASE STUDY OF THE COLLEGE ASSISTANCE MIGRANT PROGRAM

Thesis (Ph.D.)--University of Washington, 2016-03

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method.^ Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system.^ Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores.^ It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability. ^

The effectiveness of an intelligent tutoring system on the attitude and achievement of developmental mathematics students in a community college

This study examined the effectiveness of intelligent tutoring system instruction, grounded in John Anderson's ACT theory of cognition, on the achievement and attitude of developmental mathematics students in the community college setting. The quasi-experimental research used a pretest-posttest control group design. The dependent variables were problem solving achievement, overall achievement, and attitude towards mathematics. The independent variable was instructional method. Four intact classes and two instructors participated in the study for one semester. Two classes (n = 35) served as experimental groups; they received six lessons with real-world problems using intelligent tutoring system instruction. The other two classes (n = 24) served as control groups; they received six lessons with real-world problems using traditional instruction including graphing calculator support. It was hypothesized that students taught problem solving using the intelligent tutoring system would achieve more on the dependent variables than students taught without the intelligent tutoring system. Posttest mean scores for one teacher produced a significant difference in overall achievement for the experimental group. The same teacher had higher means, not significantly, for the experimental group in problem solving achievement. The study did not indicate a significant difference in attitude mean scores. It was concluded that using an intelligent tutoring system in problem solving instruction may impact student's overall mathematics achievement and problem solving achievement. Other factors must be considered, such as the teacher's classroom experience, the teacher's experience with the intelligent tutoring system, trained technical support, and trained student support; as well as student learning styles, motivation, and overall mathematics ability.

EXTENDED-RANGE OBOE: THE IMPACT OF TECHNICAL AND MUSICAL ADVANCEMENTS IN 19th-CENTURY AND CONTEMPORARY OBOE REPERTOIRE

I believe that the purpose of expanding the oboe’s repertoire is to not only create original compositions, but to also utilize technical advancements in order to achieve access to a wider range of repertoire through the art of transcription. This paper examines the various paths to achieving such expansion, including utilizing unique performer skills, use of auxiliary instruments, advancements in the instrument itself and musical developments that challenge the perception of the oboe’s solo role in a particular era of music history. The oboe need not be relegated to the confines of a compositionally limited stereotype. The goal of my “extended-range” dissertation project is to expand the “range” of programmable repertoire, with a focus on music in both the 19th and 21st-centuries, while simultaneously expanding the technical capabilities and expectations of the modern oboe—in part by exploiting the new possibilities of the recently invented low-A extension key.

Too Busy to Be Fair? The Effect of Managers’ Perceived Workload on Their Core Technical Performance and Justice Rule Adherence

Despite the organizational benefits of treating employees fairly, both anecdotal and empirical evidence suggest that managers do not behave fairly towards their employees in a consistent manner. As treating employees fairly takes up personal resources such as time, effort, and attention, I argue that when managers face high workloads (i.e., high amounts of work and time pressure), they are unable to devote such personal resources to effectively meet both core technical task requirements and treat employees fairly. I propose that in general, managers tend to view their core technical task performance as more important than being fair in their dealings with employees; as a result, when faced with high workloads, they tend to prioritize the former at the expense of the latter. I also propose that managerial fairness will suffer more as a result of heightened workloads than will core technical task performance, unless managers perceive their organization to explicitly reward fair treatment of employees. I find support for my hypotheses across three studies: two experimental studies (with online participants and students respectively) and one field study of managers from a variety of organizations. I discuss the implications of studying fairness in the wider context of managers’ complex role in organizations to the fairness and managerial work demands literatures.

A phenomenological study of Irish and Portuguese women’s experiences of receiving family support when studying STEM subjects at technical institutes

Comunicação apresentada na 44th SEFI Conference, 12-­15 September 2016, Tampere, Finland

A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION

My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and technical communication programs. In these disciplines, multimodality is widely conceived in terms of what Gunther Kress calls “socialsemiotic” modes of communication shaped primarily by culture. In the cognitive and neurolinguistic theories of Vittorio Gallese and George Lakoff, however, multimodality is described as a key characteristic of our bodies’ sensory-motor systems which link perception to action and action to meaning, grounding all communicative acts in knowledge shaped through body-engaged experience. I argue that this “situated” account of cognition – which closely approximates Maurice Merleau-Ponty’s phenomenology of perception, a major framework for my study – has pedagogical precedence in the mimetic pedagogy that informed ancient Sophistic rhetorical training, and I reveal that training’s multimodal dimensions through a phenomenological exegesis of the concept mimesis. Plato’s denigration of the mimetic tradition and his elevation of conceptual contemplation through reason, out of which developed the classic Cartesian separation of mind from body, resulted in a general degradation of experiential knowledge in Western education. But with the recent introduction into college classrooms of digital technologies and multimedia communication tools, renewed emphasis is being placed on the “hands-on” nature of inventive and productive praxis, necessitating a revision of methods of instruction and assessment that have traditionally privileged the acquisition of conceptual over experiential knowledge. The model of multimodality I construct from Merleau-Ponty’s phenomenology, ancient Sophistic rhetorical pedagogy, and current neuroscientific accounts of situated cognition insists on recognizing the significant role knowledges we acquire experientially play in our reading and writing, speaking and listening, discerning and designing practices.